Building Bridges, Leading Hearts: Indispensable competencies for Lay Ministry Leaders

By Ronald R. Rojas

Its easy to learn and then apply secular leadership models into the pastoral and ministry sector. But is it the best alternative to form Church leaders?

What is missing when business models are used in ministry?

This book is about creating more sensitivity on how some of the secular models can unintentionally limit pastoral and ministry effectiveness. It suggests a competency approach to address leadership influences that are missing yet essential to ministry and the faith-based sector.

In many ways, this book is a guide for securing and developing a more engaging ministry ;leadership, one that emerges from the intersection of the leadership and pastoral theology disciplines. Its guiding principle is “Leadership is a Spiritual Practice.”

This book is a “must have” for leadership training programs and anyone engaged in forming for ministry leadership roles.

• Language: English
• Publisher: AuthorHouse
• Release date: Apr 17, 2024
• ISBN: 9798823025058

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© 2024 Ronald R. Rojas. All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

Published by AuthorHouse  04/12/2024

ISBN: 979-8-8230-2506-5 (sc)

ISBN: 979-8-8230-2504-1 (hc)

ISBN: 979-8-8230-2505-8 (e)

Library of Congress Control Number: 2024907595

Any people depicted in stock imagery provided by Getty Images are models, and such images are being used for illustrative purposes only.

Certain stock imagery © Getty Images.

Cover image Group of diverse hands in a circle by Rawpixel.

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Contents

PROLOGUE

CHAPTER 1 INTRODUCTION

CHAPTER 2 INTRODUCTION TO LEADERSHIP

CHAPTER 3 A PERILOUS JOURNEY

CHAPTER 4 COMPETENCY MODELING FOR MINISTRY LEADERSHIP

CHAPTER 5 THE COMPETENCY OF VOCATION MATURATION

CHAPTER 6 CHARACTER STRENGTH

CHAPTER 7 RELATIONSHIPS AS INFLUENCE

CHAPTER 8 THE COMPETENCY OF COMMUNITY CAPACITY

CHAPTER 9 PASTORAL PROFICIENCY

CHAPTER 10 SPIRITUAL INFLUENCE

CHAPTER 11 PROVIDENTIAL GUIDANCE

CHAPTER 12 EPILOGUE

List of Figures

Figure 1. Competencies of pastoral-ministry leadership

Figure 2. Hierarchy of relationships

Figure 3. Seven Stage Pastoral Team Life-cycle.

List of Tables

Table 1. Prioritizing lay leadership needs

Table 2. Analysis of most prevalent leadership models

Table 3. Theoretical grounding of the Ministry Leadership Competency Model

Table 4 Competency Associations with Scripture

Table 5. Comparing the attributes of organizations and communities

Table 5. Comparing attributes of organizations and communities.

Table 9. Life-cycles and suggested pastoral behaviors

Table 10. Comparing Coaching and Mentoring

Table 11. Comparing workplace and pastoral mentoring

Table 12. Definitions of Spirituality by discipline

Table 13. Commonly used steps in a discernment process.

Prologue

This book is intended to provide a comprehensive view of ministry leadership competencies that serve various pastoral formation needs. Since the 2012 publication of the book The Challenges of Pastoral Leadership: Concepts and Practice (ISBN 978-1-4772-5632-9) and The Landscape of Pastoral Learning (ISBN 978-1-6655-3307-2) published in 2021, I have continued to dedicate a large portion of my diaconate ministry and post-doctoral research to the pastoral dimension of formation. Here, I have gathered many recommendations, insights, and practices from clergy and lay leaders from over 65 parishes in the United States and Puerto Rico.

The motivation for these books originated from Dan Gast’s invitation to participate as parish consultant for Project Inspire, Archdiocese of Chicago (2002-2013). Further inspiration was provided by the experiences of being a parish business manager in three different parishes. Other experiences of advising, coaching, or mentoring over twenty-five pastors-administrators. More importantly and because of a priest shortage, serving as a parish administrator for Our Lady of Guadalupe in the diocese of St Petersburg (Florida) for 14 months until a priest could be assigned provided a hands-on perspective of the leadership challenges and further motivated pastoral learning interest. These experiences’ overall effect added valuable insights for The Challenges of Pastoral Leadership: Concepts and Practice and The Landscape of Pastoral Learning.

After publishing The Challenges of Pastoral Leadership: Concepts and Practice came workshops, days of reflection, and courses on pastoral learning topics for the laity, diaconate formation, and seminarians. Much of these textbooks have been used in various diocesan and seminary formation programs, such as the Lay Pastoral Ministry Institute (LPMI) from the Diocese of St. Petersburg, Florida, and the Diaconate Formation Program for the same diocese.

Maturation and bi-cultural validation of many of these concepts were conducted over six years of offering a parish administration course to seminarians of the St. Vincent de Paul Regional Seminary in Boynton Beach, Florida. Here I owe a debt of gratitude to the seminarians, staff, and rectors of this regional, bilingual seminary. More specifically, my gratitude goes to the past Rector and now Bishop of the Diocese of Beaumont, Texas, Most Rev. David Toups, and the current Rector, Very Rev. Alfredo Hernandez. Also, being able to assist the Archdiocese of Chicago Seminary at Mundelein (University of St. Mary of the Lake) with assessments and proposals for improving the Tolton Teaching Parish Program provided additional insights into the teaching-learning dynamics in the parish setting, given their efforts to form seminarians within a range of over 75 parishes. In this case, I am grateful to Fr. Maina Waithaka, then Dean of Formation, and to its Rector, Very Rev. John Kartje. A third source of validation occurred at the Institute for Pastoral Leadership, now the School of Parish Leadership and Evangelization at USML. Here, I am grateful to Paul Hilliard, Linda Couri, and Ted Whapham, where discussions with four cohorts of doctoral students helped further refine the practical theology and relevance of these topics.

My hope is that by providing an in-depth view of pastoral and ministry leadership competencies through Building Bridges and Leading Hearts, men and women in pastoral formation will have a more focused appreciation of key competencies that, in many ways, are lacking in traditional leadership models. This hope extends not only to parish and Church but also to organizations and institutes across the entire faith-based sector.

Ronald R. Rojas

Chapter 1

Introduction

The title Building Bridges, Leading Hearts carries profound significance within the faith-based sector and the realm of lay ministry leadership. Unlike conventional leadership models, this book suggests an approach deeply rooted in faith and spirituality. Building Bridges signifies the need to establish connections within the community and with the divine, emphasizing the importance of fostering a sense of unity and interconnectedness within a Christian worldview. Leading Hearts extends this approach to acknowledge the distinct competencies necessary for guiding individuals along their spiritual journeys, a task deficient among many traditional models.

The title invites leaders to broaden their skills, recognizing that effective leadership in lay ministry is not just about managing tasks but about inspiring hearts through a commitment to the mission and principles that define a faith community. In essence, Building Bridges, Leading Hearts offers a unique leadership framework grounded in competencies intrinsic to the faith-based sector and offers an approach beyond conventional leadership models.

This book captures the distinctive competencies inherent in the faith-based sector, illuminating the profound and nuanced qualities that set it apart. A meticulous exploration of its pages reveals a rich tapestry of skills and insights uniquely tailored to the dynamics of faith-driven organizations and communities. The competencies outlined within these chapters acknowledge the spiritual dimension and underscore the significance of a holistic approach that distinguishes the faith-based sector in its mission and impact.

This book not only elucidates the competencies inherent in the faith-based sector but also serves as a valuable resource for assessing the compatibility of secular leadership models within this unique context. The competencies outlined herein provide a comprehensive framework for evaluating the potential value and risks of incorporating secular leadership principles. By leveraging these competencies as assessment criteria, one can discern the alignment of secular models with the core values, mission, and distinctive nature of faith-based organizations, facilitating a nuanced understanding of the potential synergies and challenges in adopting such approaches.

Leaders often adhere to preferred models of leadership that align with their personal philosophies and experiences. However, while these models may be effective in other contexts, they may inadvertently overlook crucial competencies specific to the pastoral and ministry sector. This competency model protects against oversights, providing a structured framework that ensures sector-specific competencies are not missed. By supplementing existing leadership approaches with these specialized skills and insights, pastoral and ministry leaders can more effectively navigate the complexities of religious and spiritual contexts, fostering deeper connections and more meaningful engagement with their communities.

Just to clarify, the mention secular models throughout this book refer to the commercial training programs commonly utilized by businesses and corporations for their managers and supervisors, as well as models found within the academic fields of management and leadership. The concern lies in the fact that these business-academic models were designed with specific contexts in mind. While some of these models might offer insights applicable to parish settings, they often overlook crucial elements such as Divine Providence, discernment, prayer, and fostering a sense of communion.

The distinctive competencies intrinsic to faith-based leadership emphasize a pressing necessity to reassess our existing leadership programs. By addressing the contextual attributes that characterize faith-based leadership, either as a standalone or supplement to other models, formators can ensure a more relevant approach to leadership training within the sector.

Another clarification relates to formation versus education. Formation—as understood by the Church— is centered on cooperation with God’s grace:

Formation, as the Church understands it, is not equivalent to a secular sense of schooling or, even less, job training. Formation is first and foremost cooperation with the grace of God." (PPF5, n.68).

This definition provides context for the formative leadership suggestions in this book and provides a critical criterion for the efforts on pastoral competency learning, It affords the parish with guidance that connects with the seminary’s endeavors across all dimensions, introduces the necessity of discernment processes, and alerts the parish to go beyond just job training for the seminarians.

Having pastoral experiences in ministry leadership is just the first of a two-step process. Experiences alone miss the purpose of pastoral competency formation. Experiences are formative when they are converted into learning. Here is where a few experiential learning fundamentals as a conceptual underpinning can further refine pastoral formation programs.

Experiential learning is an activity that translates academic theory into practice. Specifically, experiential learning is a process that involves activities that are considered academically meaningful where theoretical concepts intersect with praxis and personal development. Active learning strategies refer to effective ways to engage in activities based on how people learn (Walker, 2003). In the case of ministry leaders, this points to why pastoral learning is considered an integral part of the ministry leader formation.

But experiential learning is also self-directed. In its broadest meaning, self-directed learning describes a process in which learners take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing, and implementing appropriate learning (Jiusto & DiBiasio, 2006).

Another conceptual underpinning to improve the mindset that drives the pastoral learning environment in a parish setting, there is an opportunity to assess the effectiveness of experiential learning principles, specifically the parish efforts to sustain academic relevance, personal development, and self-directed learning. To what degree does the pastoral setting help put theoretical knowledge into practice? How well do the parish experiences foster personal discernment and development for the learner’s vocation? If experiential learning is a function of the level of personal involvement, then to what extent is the learning climate in the parish truly engaging the learner?

Again, experiences are formative when they are converted into learning, and is mostly self-directed. The intellectual, spiritual, and human dimensions of formation are more structured in their learning approaches. But the effectiveness of the pastoral dimension relies more on the initiatives of the learner. The improvement opportunities offered by this conceptual underpinning stem from recognizing and stimulating pastoral learning as a learner-centered activity.

The inspiration behind writing this book stems from the findings of a study conducted on lay ministry leaders in a parish environment. While there is existing research on the ongoing education of pastors and clergy in religious organizations, the assessment of continuing education for lay ministers (non-ordained) has generally been overlooked. Consequently, before composing this book it became imperative to initiate and execute a research project to identify lay ministry leaders’ formation needs within a parish setting.

The study employs an opinion survey and follows the format of Descriptive Research. In this research method, the focus is on describing the characteristics of a particular area of interest. Consequently, the study involved a systematic collection of data to portray a population’s condition, situation, or demographics, in this case, lay ministry leaders. Descriptive research seeks to pinpoint characteristics, frequencies, trends, and categories without delving into explaining relationships, hypothesis testing, or predictions. Generally acknowledged as a quantitative method, descriptive research may occasionally incorporate qualitative attributes.

This study examined lay ministry leadership needs gathered from 109 parishes in the Southeastern United States over six years. Six cohorts, comprising 117 seminarians in their pastoral year experience, were tasked with conducting informal interviews to uncover and present the primary formation needs identified by lay leadership. These seminarians, mostly in their second year of theology studies, underwent a full year of pastoral internship in parishes approved by the seminary staff. The data collected originated from a course module on the value and challenges of lay ministry leadership, offered during the latter half of their one-year internship as part of a Pastoral Administration course. The analysis focuses on the frequency of occurrence for each formation need, intending to extract significant themes that can guide formators in prioritizing continuing education for lay ministry leadership. Table 1 shows the results of the top 10 reported needs.

Table 1. Prioritizing lay leadership needs

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Source: Author

It’s remarkable that the top need reported is spiritual formation and not catechesis or faith formation as anecdotally reported by many.

Noted also is that clergy presence in their groups and volunteer training and recruiting have similar scores and suggest another priority need. The absence of clergy in ministry groups within a parish setting may arise due to various factors, including the increasing demands on clergy members’ time, pastoral responsibilities, and limited resources. Additionally, clergy may face burnout or be engaged in other critical tasks that limit their active participation in every ministry group. The lack of formal volunteer training in the parish setting can be attributed to resource constraints, insufficient organizational structure, or a perception that volunteers may be adequately equipped through informal means. Sometimes, the absence of structured training programs may result from a historical reliance on experienced volunteers passing on knowledge rather than implementing a more formalized training curriculum.

In assessing the priorities within lay ministry leadership, it becomes evident that the foremost need consistently reported is the spiritual formation of these leaders. This observation underscores a collective recognition within the community that the depth of spiritual grounding significantly influences the effectiveness and authenticity of lay ministry. It highlights a growing awareness that cultivating a solid spiritual foundation is not just a personal journey but a critical element in shaping leaders who can navigate the complexities of their roles with wisdom, compassion, and a profound connection to their faith. This emphasis on spiritual formation reflects a commitment to fostering leaders who possess practical skills and are also deeply attuned to the spiritual dimensions of their calling.

Following closely behind the imperative for spiritual formation, lay ministry leaders’ second most frequently reported need is cultivating a sense of community. This observation underscores the acknowledgment that an interconnected support network plays a pivotal role in sustaining and enhancing the effectiveness of these leaders. The emphasis on community-building reflects an understanding that the challenges and responsibilities inherent in lay ministry are best met through shared experiences, mutual encouragement, and collaborative efforts. By prioritizing the establishment of a robust community, there is a recognition that the journey of lay ministry is not meant to be solitary but thrives within the context of a supportive and nurturing network.

Surprisingly, the third reported need among lay ministry leaders centers around catechetical and faith formation. This observation underscores a recognition within the community that ongoing education and deepening of theological understanding are crucial for effective lay ministry leadership. The emphasis on catechetical and faith formation suggests a commitment to ensuring that leaders possess a robust intellectual foundation, enabling them to navigate the evolving landscape of religious education and respond thoughtfully to the diverse needs of their communities. This need highlights a collective desire to equip lay ministry leaders with the knowledge and skills necessary to engage meaningfully in the spiritual growth and development of those they serve.

Leadership training emerged as the fourth reported need among lay ministry leaders, defying the anticipation that it would secure a higher position in the list of priorities. This observation suggests a nuanced understanding within the community that while leadership skills are recognized as essential, other dimensions, such as spiritual formation, community building, and catechetical development, hold greater immediate significance. The unexpected ranking underscores a holistic approach to lay ministry, wherein leadership training, though acknowledged, is perceived as complementary to a more profound focus on spiritual, communal, and educational aspects. This nuanced perspective reflects a comprehensive vision for cultivating well-rounded and capable lay ministry leaders who can effectively address the multifaceted demands of their roles.

The juxtaposition of spiritual formation (#1 in Table 1) and leadership training needs (#4 in Table 1) not only offers insights into their collective priorities as standalone needs but also provides empirical justification for emphasizing spiritual leadership within the realm of parish ministry. The recognition that spiritual formation stands as the top reported need underscores the foundational importance of a deep, personal connection to faith. Simultaneously, acknowledging leadership training as a significant need suggests that effective leadership within the context of parish ministry is intrinsically linked to a robust spiritual foundation.

The empirical evidence from this study strongly supports the argument for cultivating spiritual leadership skills, advocating for an approach that integrates both spiritual depth and practical leadership acumen. By prioritizing spiritual leadership attributes, parish ministry leaders are better equipped to navigate the intricacies of their roles, fostering a harmonious synthesis of faith and effective community and organizational stewardship.

Within the realm of lay ministry leadership, the phrase leadership is a spiritual practice emerges as a guiding principle that frames the effort of this book and addresses a significant and pressing need among these leaders. This concept recognizes that effective leadership extends beyond mere organizational skills and management techniques; it delves into the profound connection between one’s spiritual foundation and the ability to lead with authenticity, empathy, and moral clarity. Lay ministry leaders, often serving within the context of faith communities, grapple with unique challenges that require more than strategic prowess. They navigate the intricate intersection of faith, service, and community building while clinging to their adopted leadership style.

This book centers on the notion that embracing leadership as a spiritual practice empowers lay ministry leaders to cultivate a more profound sense of purpose, foster genuine connections, and navigate the complexities of their roles with a grounded and spiritually enriched perspective. By intertwining leadership principles with spiritual growth, the book aims to equip these leaders with the tools and insights necessary to inspire and guide their communities in a manner that transcends the conventional boundaries of secular leadership.

Developing leadership models and styles that embrace spirituality entails skillfully navigating the intersection of the leadership and practical theology disciplines. The region where these disciplines meet is called the Leadership-Ministry Confluence.

The Leadership-Ministry Confluence characterizes a conceptual space representing the intersection and synergy between leadership and practical theology. In this unique convergence, individuals engage in the thoughtful integration of leadership principles with the spiritual and practical aspects of ministry. This concept emphasizes the harmonious blending of secular leadership theories and practices with the values, ethics, and mission-driven nature inherent in ministry settings. At its core, the Leadership-Ministry Confluence seeks to bridge the gap between the theoretical understanding of leadership and the real-world challenges faced by those in religious or spiritual leadership roles. It recognizes that effective leadership within a ministry context requires a nuanced approach that considers the spiritual and communal dimensions inherent in such settings. The Leadership-Ministry Confluence represents a thoughtful and intentional approach to leadership within religious or spiritual contexts. It encourages leaders to draw on both the wisdom of secular leadership theories and the rich tradition of practical theology to navigate the complexities of guiding and serving communities with a deep sense of purpose and authenticity.

In this dynamic convergence, leaders must synthesize the theoretical underpinnings of leadership with the deeply rooted spiritual dimensions inherent in practical theology. Formulating inclusive leadership approaches demands understanding how spiritual principles inform and enrich the pragmatic aspects of guiding and motivating others. Leaders engaging in this intersection must integrate spiritual values, ethical and moral considerations, and theological insights into enacting leadership functions.

Navigating the Leadership-Ministry Confluence presents a myriad of challenges that require thoughtful consideration and nuanced understanding. One primary difficulty lies in reconciling the diverse perspectives inherent in these two disciplines. Often driven by secular, pragmatic, and strategic concerns, leadership may clash with practical theology’s more contemplative and faith-nuanced nature. Striking a harmonious balance between the practical demands of leadership and the profound theological reflections poses a constant challenge. The inherent tension between the urgency of effective leadership and the contemplative nature of practical theology requires leaders to navigate ambiguity, fostering an environment where both dimensions can coexist and mutually enhance one another. Successfully navigating this intersection demands a commitment to ongoing dialogue, a willingness to embrace diversity of thought, and a capacity to integrate spiritual principles into practical leadership contexts without sacrificing efficacy.

In the ever-evolving landscape of leadership theory, there exists an undeniable urgency to formulate approaches that not only adapt to the dynamic changes within the discipline but also remain deeply contextualized—in our case—within a faith-based foundation. The rapid pace of societal, technological, and organizational transformations necessitates leadership models that are agile, innovative, and responsive. However, this urgency should not overshadow the enduring importance of grounding leadership practices in a faith-based context. The ethical and moral compass derived from a faith foundation stabilizes any leadership model or style, guiding them through the complexities of contemporary challenges. It becomes imperative to strike a delicate balance between embracing the latest developments in leadership theory and methodology while ensuring these advancements remain rooted in the timeless principles of faith. This dynamic equilibrium not only equips leaders to navigate the fast-paced demands of the present but also fortifies their resilience and moral integrity for the challenges yet to come.

This book adopts a competency-based approach, recognizing that many ministry leaders have already invested in specific models or styles that resonate with their unique contexts. Rather than prescribing rigid models or styles, the focus here is on empowering leaders to recognize and amplify the distinctive competencies inherent in the faith-based sector.

Specifically, this book aims to enhance leadership effectiveness by homing in on the specialized skills, values, and insights integral to faith-based leadership by taking a competency approach. It acknowledges that leaders bring previous learning, diverse strengths, and a variety of approaches to the table and encourages them to build upon their existing foundations. Through this lens, this book provides a framework for ministry leaders to assess, develop, and leverage specific competencies within the context of their chosen leadership model or style, fostering a more tailored and impactful approach within the faith-based sector.

The study on lay ministry leadership needs presented as the first chapter in this book serves as the catalyst for a comprehensive exploration of sector-specific competencies, aligning with the unique requirements of those in lay ministry roles. The outcome of this study serves as a guiding framework for the skills development of training and formation of current and upcoming programs, equipping lay ministry leaders with the essential skills and abilities to navigate their roles effectively within the context of their faith-based missions.

However, before delving into the exploration and formulation of competencies specific to lay ministry leadership, it is crucial to establish a foundational understanding by providing a